June 16, 2003

TRIBAL TRUTHS
Exploring the American-Indian Perspectives Toward the Bicentennial of the Lewis and Clark Expedition

Grades:  6-8, 9-12

Subjects:  American History, Geography, Language Arts, Social Studies

Related New York Times Article
"2 Centuries Later, a Moment for Indians to Retell the Past, By TIMOTHY EGAN", June 16, 2003

Overview of Lesson Plan:: In this lesson, students research and analyze the interactions of American Indian tribes with Meriwether Lewis and William Clark. Then they stage displays to inform the public about their findings.

SUGGESTED TIME ALLOWANCE:   1 hour

OBJECTIVES:
Students will:

  1. Characterize the relationship between early American explorers and the American Indians.
  2. Learn about current efforts to re-characterize this relationship by reading and discussing the article "2 Centuries Later, a Moment for Indians to Retell the Past."
  3. Research the interactions of American Indian tribes with Meriwether Lewis and William Clark; propose presentations to inform the public of more accurate retellings of this history.
  4. Create their presentations and write letters of invitation to encourage visitors to view the displays.

RESOURCES / MATERIALS:

ACTIVITIES / PROCEDURES:

  1. WARM-UP/DO NOW: Upon entering class, students respond to the following prompt in their journals (written on the board prior to class): "Divide a piece of paper into two columns. Label one column 'Positive Aspects of Interactions between American Indians and early American Explorers,' and label the other "Negative Aspects of Interactions between American Indians and early American Explorers." Based on what you know of American history, fill out the two columns with at least three aspects each." After a few minutes, allow students to share their responses. Then discuss the following as a class: Who were some explorers who explored various parts of North America? How long ago did they set out on their expeditions? What was the purpose of their explorations? How was their relationship with the American Indians? How do we know this information? What parts of this relationship might not have been publicized, and why wouldn't it have been publicized?
  2. As a class, read and discuss the article "2 Centuries Later, a Moment for Indians to Retell the Past," focusing on the following questions:
    1. Why are there "scars of memory" when American Indians recount their history beginning 200 years ago?
    2. Why does Amy Mossett choose to live in New Town, North Dakota?
    3. How did the construction of the Garrison Dam affect the American Indians living in the area?
    4. Who were the Corps of Volunteers for North Western Discovery?
    5. How did the Nez Percé assist the Corps members? What "gratitude" was returned to the tribe in 1877?
    6. What is the number one cause of death in Indian Country?
    7. What "bicentennial" is being remembered?
    8. What would American Indians like the bicentennial to commemorate?
    9. What is being commemorated now instead?
    10. Who sent the Lewis and Clark expedition, and were this person's opinions on the American Indians?
    11. What is the namesake of Omaha, Nebraska?
    12. How were the latest documents that are now in the Oklahoma Museum of History discovered?
    13. What types of "pathbreaking ethnology" are found in these documents?
    14. How does the first document differ from the second document, and what event caused this change of perspective?
    15. What is the Great Sioux Nation? What types of initial reactions did they receive after deciding to spearhead the Lewis and Clark bicentennial in South Dakota?
    16. What is the significance of Lewis and Clark's stay in what is now North Dakota? What was the area like when they came across it in the 1800s?
    17. What is the hope of the Lewis and Clark Rediscovery Project?
  3. Explain to students that they will be appearing before the Lewis and Clark Rediscovery Project Committee with proposals on how the group can inform the public's perception of the American Indians' relationship with Lewis and Clark. First, students will research the interactions of particular tribes with the explorers. Then they will propose a means of educating the public about tribal life in the times of Lewis and Clark.
    Divide students into small groups, each focusing on one of the tribes which interacted with Lewis and Clark [a list is available at the "Tribal Directory" of the National Lewis and Clark Bicentennial Council [http://lewisandclark200.org/sovereign_nations/sovereign_nations.html].
    Using all available resources, each group should answer the following questions (written on the board or copied in a handout for easier student access): Students should take notes on their research.
    Once students have gathered their information, emphasize to students that the goal of the Lewis and Clark Rediscovery Project is to inform the public of a more objective view of events 200 years ago. As a class, brainstorm strategies that can be used to educate the public. Student responses may include, but are not limited to, educating through a diorama, poster series, documentary, comic book, coloring book, public service announcement, commercial, Web site, celebrity spokesperson, pamphlet, catch phrase, interactive activities, action figures, merchandise, or skit. Explain that each group will write a proposal for a presentation by which the Rediscovery Project can educate the public about their particular tribe's interactions with Lewis and Clark two centuries ago.
    Using their notes from their research, each group is responsible for addressing the following questions in their proposals (written on the board or copied in a handout for easier student access): Students should write their proposals on a piece of paper and be prepared to present their ideas orally to their peers. After students have had time to prepare, allow them to share and listen to each group's presentation proposal, and discuss the strengths and weaknesses of each.
  4. WRAP-UP/HOMEWORK: Ask students to work up their presentations, taking into account suggestions from their peers. Using available resources, students should inject a multitude of historical details into each presentation. Once the presentations are complete, arrange them in a display in the classroom.
    Each student should then write a letter of invitation to a person of their choice, describing the purpose of the Lewis and Clark Rediscovery Project. Letters should describe the presentation the student has created and its importance in fulfilling the purpose of the Project. After sharing their letters in class, students should send them, if possible, and allow visitors to come and view the classroom display.

DISCUSSION QUESTIONS:

EVALUATION / ASSESSMENT:
Students will be evaluated based on initial journal responses, thoughtful participation in class discussions, cooperation in small groups, accuracy in researching the interactions of American Indian tribes with Meriwether Lewis and William Clark, creativity in suggesting presentations to inform the public about any misconceptions, and reflective letters inviting visitors to view the display.

VOCABULARY:
whipped, furnishes, landlocked, scourges, antithesis, ebb, rebounding, reservoir, gratitude, archivist, indignities, bicentennial, epic, bailing, whit, equivalent, genocide, surveyor, resonance, toehold, phenomenal, authentic, ethnology, blundering, vilest, miscreants, snubs, entrepreneurs, quirky, mingling, wintered, corps, pitied, undaunted, bred, misnomer, revisionist

EXTENSION ACTIVITIES:

  1. Explore the significance of the naming of an ethnic group. Some examples include Native American or American Indian, African American or Black, Hispanic or Latino, and Oriental or Asian. Select one of these pairs and write an Op-Ed detailing the history of the two labels, their acceptance in the ethnic group in question, and their usage.
  2. Select a large American Indian tribe, such as the Sioux or Navajo or one of the officially recognized tribes of the United States available from the Bureau of Indian Affirs (http://www.doiu.nbc.gov/orientation/indian-tribes.pdf). Research the original location/realms of the tribe and its subsequent re-locations. On a map of the United States, use a color-coded key to identify the positions of the tribe at various points in time. Also append an analysis to the map that explains the causes of these tribe movements.
  3. Write a summary of current issues of concern to American Indians. Start your research at the Web site of the National Congress of American Indians ( http://www.ncai.org/main/pages/issues/index.asp). Then select one issue, and track the efforts made by the government or the tribe to rectify or improve the situation. Place these efforts on a timeline.
  4. Write an autobiography from the perspective of Sitting Bull. What types of emotions and conflicts might the Sioux chief have experienced? Use a variety of literary techniques to convey the mind frame of this influential individual. [Begin your research at sittingbull.org (http://www.sittingbull.org/)].
  5. Analyze a Web site about Lewis and Clark. How is the Web site designed? Is there an inherent bias in the text or design? What words are used, such as "heroic" or "courageous"? In light of your recent studies of the misconceptions in this period of history, write an opinion paper on whether you feel that the usage of these favorable words is unjustified. What other words should be used? Do words like "hero" take on different meanings in different situations? Why or why not? A comprehensive list of Lewis and Clark links is available from The North Dakota Lewis & Clark Interpretive ( http://www.fortmandan.com/links/index.asp.
  6. Research the lives of two American Indian women who played significant roles in American history: (Pocahontas) and (Sacagawea). Write a biographical comparison of the two women. How were their experiences similar and different? How were their lives different from American Indian men of their time? How are the women remembered now? Is this memory accurate?

INTERDISCIPLINARY CONNECTIONS:
Fine Arts- Create an exhibit of examples of the arts from different American Indian tribes. For each piece, create an object description on a note card that explains the significance, style, and origin of the piece. Then create your own work, using one of the pieces as a model.

Health- The onset of smallpox decimated most of the American Indian population. Research and write a medical analysis that explores the following questions: What is a cure? What is a vaccine? What factors of a disease make it more likely that a cure can be found? What makes it difficult to find cures for some diseases, such as smallpox or cancer? What diseases are fatal without a cure? Which are not (such as the common cold)? In your research, interview a variety of doctors for their opinions.

Mathematics- Graph the population of several American Indian tribes in 1980 and in 1990 [information available from the U.S. Census
( http://www.census.gov/population/www/socdemo/race/indian.html.
Calculate the rate of decrease or increase over this period of time, and predict what the numbers might look at from the census in 2000.

Technology- What types of mapping and cartography technologies were available to the members of the Lewis and Clark expedition? How did this availability affect the accuracy of maps created at the time? How have mapping technologies changed since that time? Read the information at "Lewis & Clark Mapping the West"
( http://www.edgate.com/lewisandclark/)
to start your research. Create a timeline representing how cartography has changed throughout time.

Copyright 2003
The New York Times Company

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